ENG4U – Winter 2014
ENG4U - Hamlet Seminars
This seminar presentation is your chance to analyze a scene in Hamlet and for you to show up the teacher! Each group
will be responsible for the analysis and oral presentation of one scene from either Act IV or Act V. While this is a group
project, you will receive an individual mark. You will be given time in class to prepare for your seminar presentation; use
this time wisely. On these days, feel free to bring in resources that you will need to work on your assignment (i.e., laptops,
iPads, etc.)
Work Periods: Thursday, April 17th, 2014
Tuesday, April 22nd, 2014
Presentation Dates: Thursday, April 24th, 2014
Wednesday, April 23rd, 2014
Friday, April 25th, 2014
Below is a list of scenes to choose from:

Act IV, scene i & ii

Act IV, scene vii

Act IV, scene iii

Act V, scene i

Act IV, scene v

Act V, scene ii
After reading the play, to prepare for the seminar, each group will:
 Re-read the scene out loud.
 Consult at least ONE (1) reputable source to help decode significant aspects of the scene. This will be included in
a works cited page.
During the seminar, each group member will be responsible for ONE (1) of the following tasks. Regardless of the
task you choose, all group members will present for no more than THREE (3) minutes and you must make an
argument about the text, and you must use textual evidence to support your claim. For groups with four (4) people,
you must complete tasks #2-#5; groups of three (3) will do tasks #2-4.
1. Provide the class with a detailed set of Cornell notes based on the scene (share it with us on the Halton Cloud).
You will divide your scene up evenly and all group members must contribute to this portion of the task.
2. Orally apply ONE (1) literary criticism to the scene (i.e., Marxist, Feminist, and/or Psychoanalytic). If two people
choose the same critical position, they must draw on entirely different evidence.
3. Complete a close reading of a quotation from your scene listed below; your task is to do a close reading to the
class and explain why it is significant to your scene.
 Act IV, scene i & ii (lines 12-22)
 Act IV, scene iii (lines 39-45)
 Act IV, scene v (lines 4-13) OR (lines 153-162)
 Act IV, scene vii (lines 9-24) OR (lines 137-154)
 Act V, scene i (lines 171-180)
 Act V, scene ii (lines 163-181)
4. Devise a theme statement that represents a theme demonstrated in your scene. You will explain how the theme is
constructed, and then choose a song that shares this same theme and discuss the connection between your song
lyrics and the scene. Remember to have a copy of the lyrics for the class and to explain SPECIFIC lines from your
song that connects to your theme.
5. You must make a case for why your scene needs to be included in any film adaption of the play. Your argument
must be based around how your scene contributes to the play on a larger scale. For example, how does your scene
develop character, plot, theme, image network, etc.
*While you will be orally presenting your ideas, I will require you to write your argument and analysis in a
formal paragraph. Please give your paragraph an interesting and captivating title. I will collect this on the day
your group presents. When presenting, avoid simply reading your analysis to the class; I will provide you with a
cue card so you can include major ideas.
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ENG4U – Winter 2014
Critical Theory Resources
In order to help you with your literary analysis, you may want to access the sites and academic articles below.
They are by no means exclusive and you may wish to do additional research to find other articles analyzing
Hamlet from your critical lens.
Literary Theory & Contemporary Theoretical Approaches
The Purdue OWL Family of Sites. The Writing Lab and OWL at Purdue and Purdue U, 2012. Web. 8 Apr. 2014.
Link: https://owl.english.purdue.edu/owl/resource/722/1/
Feminist Theory
Showalter, Elaine. “Representing Ophelia: Women, Madness, and the Responsibilities of Feminist Criticism.”
Shakespeare and the Question of Theory. Eds. Patricia Parker & Geoffrey Hartman. New York:
Methuen, 1985. 77-94. Print.
Link: http://docenti.unior.it/doc_db/doc_obj_19739_04-06-2012_4fcce4e0aebc4.pdf
Psychoanalytic Theory
Coursen, H.R. “'Who's There?': Hamlet.” The Compensatory Psyche: A Jungian Approach to Shakespeare.
Lanham: University Press of America, 1986. 63-99. Print.
Link: http://www.houseofideas.com/mscornelius/resources/hamlet/hamlet_vol_44__psychoanalytic_interpretations_277205-.pdf
Rothman, Joshua. “Hamlet: A Love Story.” The New Yorker. The New Yorker Magazine, 14 August 2013.
Web. 11 April 2014.
Link: http://www.newyorker.com/online/blogs/books/2013/08/hamlet-a-love-story.html
Marxist Theory
Saylor Foundation – Marxist Theory
Link: http://www.saylor.org/site/wp-content/uploads/2011/09/ENGL301-Marxist-Theory.pdf
Davaran-Hamlet: A Guide to Politics
Link: http://www.tiphane.org/guy/portfolio/hamletpolitics.htm
What is handed-in on the due date?
 A set of Cornell notes will be posted on the Halton Cloud.
 Individual critical analysis paragraph with a works cited page.
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ENG4U – Winter 2014
Hamlet Scene Analysis Rubric – Seminar
Curriculum
Expectation
Teacher Criteria
 Demonstrate knowledge and understanding of the plot
Student Criteria

and content of Hamlet;
 Demonstrate an understanding of the characters and
the characters’ development throughout the play;
Constructing
Meaning
 Demonstrate an understanding of theme, setting,
conventions of the tragedy, literary and rhetorical
devices, etc.;
 Analysis of the text is original and completed with a
high degree of effectiveness and depth;



 Provide effective and relevant proof to support
arguments (analysis is supported by specific examples,
incidents and direct quotes).
 Demonstrate knowledge of format requirements
(adequate length, neat / visually appealing media
product, class handout is easily read, proper MLA
quotation integration);
 Use complete sentences that communicate their
Understanding
of Form & Style
meaning clearly and accurately, varying sentence type,
structure, and length and making logical transitions
between ideas;
 Evidence of engagement with audience;
 Use of formal analytical tone and appropriate voice;
 Evidence of effective diction;
 Evidence of proofreading through correct use of







accurate conventions (spelling, punctuation,
grammar).
Developing
and Organizing
Content
 Organize ideas into a logical progression that is effective

and engaging, and reinforces analysis;
 Evidence of thoughtful planning before creating visual
products, class activities and class handout.
 Speak to communicate – volume, expression, tone,


pace, intonation, articulation;
Fluency
(Presentation)
 Express ideas clearly and articulately;

 Eye contact used to connect with audience and
emphasize ideas;
 Student is well rehearsed and prepared to present.


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ENG4U – Winter 2014
Hamlet Seminar Rubric
Strand
Curriculum
Reference
R 1.3 - Demonstrating
understanding of content
Constructing
Meaning
(Cornell Notes)
10 marks
R 1.4 - Making
inferences
R 1.6 - Analysing Texts
(examining the
relationship between
choices and effects)
R 1.3 - Demonstrating
understanding of content
R 1.4 - Making
inferences
Constructing
Meaning
(Critical
Analysis
Paragraph)
R 1.6 - Analysing Texts
(examining the
relationship between
choices and effects)
Level
2
Level
3
Level
4
-Points are thorough and sophisticated
-Choice of evidence is indicative of
sophisticated understanding of the text
(ideas, structure, style and narration
and their role in the development of
relevant literary elements)
-Notes are organized and clear
-Attention is paid to specific words of
the proof(s) which makes clear the
relevance and/or significance of the
quotation
-Student demonstrates knowledge and
understanding of the plot and content
of Hamlet;
-Student demonstrates an
understanding of the characters and the
characters’ development throughout the
play;
-Student demonstrates an
understanding of theme, setting,
conventions of the tragedy, literary and
rhetorical devices, etc.;
-Analysis of the text is original and
completed with a high degree of
effectiveness and depth;
O 2.1 - Speaking to
communicate
10 marks
Level
1
-Argument is clear; ideas and argument
are organized effectively;
15 marks
Fluency
(Seminar)
Criteria
O 2.3 - Clarity and
coherence
-Student provides effective and
relevant proof to support arguments
(analysis is supported by specific
examples, incidents and direct quotes);
MLA used correctly.
-Student’s volume, expression, tone,
pace, intonation, inflection, and
articulation are used to good effect;
-Student expresses ideas clearly and
articulately; good posture;
O 2.4 - Diction and
Devices
-Eye contact used to connect with
audience and emphasize ideas;
O 2.5 - Vocal strategies
-Student is well rehearsed and prepared
to present.
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ENG4U – Winter 2014
Learning Skills
Part of your evaluation for this assignment will be based on your learning skills during in-class work periods.
Collaboration
Initiative
Responsibility
Works well with others and shares the responsibility of the group work by using class prep
and rehearsal time effectively.
Uses original ideas, responds to learning challenges with a positive attitude, asks for help
when required and takes risks.
Student is a responsible group member who brings in all necessary materials, etc., when
required/on the day of the presentation.
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Comments / Feedback
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ENG4U – Winter 2014
Hamlet Seminar Rubric
Name: __________________________________________
Level 1
(50-59%)
Curriculum
Expectation
10 marks
Level 3
Level 4
(70-79%)
(80-100%)
Seminar approaches
expectations because…
Seminar meets
expectations because…
Seminar exceeds
expectations because…
Evaluation Criteria
Seminar does not yet
meeting expectations
because…
R 1.3 – Demonstrate understanding of
content
R 1.4 – Make inferences
R 1.5 – Extend understanding of text
R 1.6 – Analyze text
Constructing
Meaning
Level 2
(60%-69%)
Student demonstrates
extensive knowledge
and understanding of
the plot and content of
Hamlet;
Student demonstrates a
thorough understanding
of the characters and
the characters’
development
throughout the play;
Student demonstrates a
thorough understanding
of theme, setting,
conventions of the
tragedy, literary and
rhetorical devices, etc.;
Analysis of the text is
original and completed
with a high degree of
effectiveness and depth;
Student provides
effective and relevant
proof to support
arguments (analysis is
supported by specific
examples, incidents and
direct quotes).
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ENG4U – Winter 2014
O 2.1 – Speaking to communicate
O 2.3 – Clarity and coherence
O 2.4 – Diction and devices
O 2.5 – Vocal strategies
Fluency
10 marks
There are indications
that the student
rehearsed diligently;
The speech was audible
(pace, volume,
enunciation);
The speech was wellinflected;
Eye-contact was used
to connect with
audience and
emphasize ideas.
Comments / Feedback
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